Academic work


After receiving her B.Ed from the University of Alberta, Stacey began her career as an English language educator in the 1990s. She taught, led programs, and designed curricula in Japan, Korea, and Canada. After years of teaching English in varying contexts, she returned to higher education to earn her M.Ed and PhD  in Language, Culture, and Teaching from the Faculty of Education at York University. Stacey has research partnerships and affiliations at University of Guelph (IICSI) and University of Regina (HRI) When not researching or consulting, she teaches sessionally for varying post-secondary institutes.

Since 2016, she has been conducting ethnographic research and embarks on sonic and performative ethnographic methodology. She is interested in research that is co-created with her participants and collaboratively performed or disseminated. She also draws on autoethnographic and duoethnographic methodologies in order to write about self with/in culture and engage in inquiry with others about the cultures we are immersed in.


Sound Studies in Education / Critical Studies in Improvisation / Arts-Based Research  & Arts Education / Multiliteracies / Ethnography / Autoethnography / Sonic & Performative Ethnography


  • Current Research Project: SSHRC Insight Development –Toward a Sound Pedagogy: A Sonic and Performative Ethnography of ‘Sound Healers’ in Canada (2021-2023). This is an audio/visual documentation and examination into literacies of music, resonance, and linguistic improvisation.
  • SSHRC Post-doctoral Research Fellowship (2019-2021) at the University of Regina in the Department of Interdisciplinary Programs, Faculty of Media, Art, and Performance (MAP) – Improvised Soundscapes Toward Beloved Community and a Curriculum of Sound: A Sonic Ethnography of Gong Master-Teachers. The study explores the ethnographic question, “what is going on” in gong teachers’ spaces in India, the UK, and the US. The research explores and queries how improvisation and gong teachings may afford social and environmental transformations as well as inform curriculum. Stacey curated an online museum/gallery of audio tours with the themes from research with 2 gong master teachers.

Click Here to Explore Sonic Museum Tours with 10 Audio Tours of Research Themes – Headphones Recommended


  • Courses Designed & Taught:
    • Undergraduate: MAP200AH – Meditation and Art; MAP200AK – Meditation, Social Justice , Art, University of Regina, Faculty of Media, Art, and Performance, Department of Interdisciplinary Programs
    • Graduate/Undergraduate: EDSE 501/401 Contemplative Education, University of Alberta, Faculty of Education:
  • Additional Courses Taught:
    • Writing About Images; Literacy and Culture; Teaching English Language in Mainstream Classrooms


  • In 2019, she earned a SSHRC-funded PhD in Language, Culture, and Teaching, Faculty of Education, York University, Toronto, Canada. Her project was a multinational ethnographic study of teachers of contemplative arts practices in Chile, Canada, and India. She began to conceptualize what she terms as ‘post-spatial literacies.’

Notable Publications:

Book Chapters:

Bliss, S. & Fowler, T.A. (2021). Self and others in beloved community: Toward living with dissonant harmony. In T.A. Fowler & W.S. Allen (Eds.), Duoethnographic encounters: Opening spaces for difficult dialogues in times of uncertainty. DOI Press Inc.

Bliss, S. (2020). Tuning out of this world: Silence and mantra at an urban ashram in Zygmunt Bauman’s liquid modernity. In W. Gershon and P. Appelbaum (Eds.), Sonic studies in educational foundations: Echoes, reverberations, silences, noise. Routledge.

Peer-reviewed Articles:

Bliss, S. (2021). The (un)mindful autoethnographer: Caring for an elder-parent during crisis. Journal of Autoethnography (2)3, 434-445. Link to journal: here.

Bliss, S.A. (2018). Tuning out of this world: Silence and mantra at an urban ashram in Zygmunt Bauman’s liquid modernity. Educational Studies – Special Issue ‘Echoes, Reverberations, Silences, and Noise: Sonic Possibilities in Education’ (54)4, 448-464. PDFhere

Bliss, S.A. (2017). Exploring shunyata (emptiness) and the cultivation of mindful practices: Educators finding their zero-point balance. Childhood Education (93)2, 114-118. PDFhere

Book Review:

Bliss, S.A. and Husband, M. (2017). Sexuality in school: The limits of education – Book Review. McGill Journal of Education (52)3, 805-808. Link to the Review

Conference Proceedings:

Bliss, S.A. (2016) Possibilities in transformative learning: Facing radically passive teachers including artwork, the breath, and shunyata (emptiness). Transformative Learning Network Conference, Tacoma, WA.

Papers and Workshops at Conferences:


  • Sound Practice & Philosophy: A Performative & Sonic Autoethnographic Reflection. International Symposium on Autoethnography and Narrative (ISAN), St. Petersburg, Florida, USA, online.


  • Difficult Dialogues in Uncertain Times: Creating Duoethnographic Spaces and Taking Responsibility as Scholar-Educators. Symposium at American Educational Research Association (AERA) / SIG – Critical Examination of Race, Ethnicity, Class, and Gender in Education, online. Co-presented with Allen, W., Borduas, C., Fowler, T., Juarez Mendoza, A.N., & Thompson, C.M..
  • Toward Resonant Literacy and a Sonic Curriculum. Canadian Society for the Study of Education (CSSE) / Language and Literacy Researchers of Canada (LLRC), University of Alberta, Canada, online.
  • Mindfully Walking Toward Interconnectedness. International Symposium on Autoethnography and Narrative (ISAN), St. Petersburg, Florida, USA, online.


  • The (Un)Mindful Autoethnographer: Taking Care of a Parent. International Association of Autoethnography and Narrative Inquiry: Doing Autoethnography Conference, St. Petersburg, Florida, USA.


  • Heightened Awareness Through Improvisational Soundscapes. UBC Colloquium 2019: Agile Futures – Approaching Improvisation, Western Front, Vancouver, Canada.
  • Recasting Mindfulness-based Practices as a Spatial Model of Socially Situated Literacy: An Ethnography of Meditation and Yoga Teachers in Chile, Canada, and India. CSSE (Canadian Society for the Study of Education), UBC, Vancouver, Canada.
  • Internal Environment as First Learning and Teaching Environment. AERA (American Educational Research Association) in Toronto, Canada. Presentation alongside York University Education colleagues in a panel entitled: Deconstructing Knowledge in Post Truth Learning Environments, Toronto, Canada.
  • Querying Sound and Silence as ‘Resonant Literacy’. Rosa Bruno-Jofre Symposium in Education: Beyond Themes, Queen’s University, Kingston, Canada.
  • Embodied Learning with Sound and Silence: The Body as a Resonant Gong (The Body as an Instrument). Provoking Curriculum Conference, University of Regina, Regina, Canada.


  • Engaging Our Internal Hum and Using Our Voices as Instruments of Change. Teaching in Focus Conference, York University, Toronto, Canada.
  • First Interiority, Then Exteriority: Recasting Mindfulness-based Practices as a Contemplative Model of Socially Situated Literacy. AERA (American Educational Research Association), New York, New York, USA.


  • ‘Tricked’ and ‘Trumped’ by the Lack of Difficult Phenomena in Picturebooks: Querying Disasters and Death. Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, Ohio, USA.
  • Tuning Out of This World: Silence and Mantra in Zygmunt Bauman’s Liquid Modernity. Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, Ohio, USA.
  • The (Un)Mindful Welcome of Unexpected Others and Difficult Phenomena in Picturebooks. IRSCL Congress (International Research Society for Children’s Literature), York University, Toronto, Canada.
  • Learning Through a Levinasian Facing of Artwork and Shunyata (Emptiness). CSSE Congress (Canadian Society for the Study of Education), Ryerson University, Toronto, Canada.
  • Embodied Curriculum of Sound: Using Our Breath, Voices, and Silence to Create Peaceful Internal and External Environments. Eight Biennial Provoking Curriculum Conference, McGill University, Montreal, Canada.


  • Possibilities in Transformative Learning: Facing Radically Passive Teachers Including Artwork, the Breath, and Shunyata (Emptiness). Transformative Learning Network Conference, Pacific Lutheran University, Tacoma, Washington, USA.
  • Enhancing Well-Being in Just 3 Minutes: Implementing Mindful Practices. York Centre for Education and Community Summer Institute, York University, Toronto, Canada.
  • Just 3 Minutes: Implementing Meditation in the Classroom. Teaching in Focus Conference, York University, Toronto, Canada.


  • Living in the Ampersand: A Response to the NFB Documentary ‘Living in the Hyphen’. York Graduate Students in Education Conference, York University, Toronto, Canada.
  • Digital Capital and Identity in ESL Students. York Graduate Students in Education Conference, York University, Toronto, Canada.

Research Fellowships, Internships, Grants:

  • SSHRC (Social Sciences and Humanities Research Council of Canada) Insight Development Grant, 2021-2023
  • SSHRC (Social Sciences and Humanities Research Council of Canada) Post-doctoral Research Fellowship, 2019-2021
  • Kenneth and Sylvia Marantz Fellowship for Picturebook Research, Kent State University, Ohio, U.S.A., 2017
  • Research Internship: Knowledge Mobilization Unit, Faculty of Graduate Studies, York University, Toronto, Canada, 2017